Publications
On this page, you’ll find all my scientific articles, arranged in chronological order with the most recent ones on top. If you are interested in a particular topic, you can use the following keywords:
All Publications
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Southwick, D. A., Tsay, C. J., & Duckworth, A. L. (in press).
Grit at work. Research in Organizational Behavior. https://doi.org/10.1016/j.riob.2020.100126.
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Duckworth, A. L., & Gross, J. J. (2020).
Behavior change. Organizational Behavior and Human Decision Processes, 161, 39-49. https://doi.org/10.1016/j.obhdp.2020.09.002.
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Galla, B. M., Tsukayama, E., Yu, A., Park, D., & Duckworth, A. L. (2020).
The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being. Developmental Psychology, 56(2), 350-363. doi:10.1037/dev0000877.
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Gardner, M., Hutt, S. J., Kamentz, D., Duckworth, A. L. & D’Mello, S. K. (2020).
How does high school extracurricular participation predict bachelor’s degree attainment? It is complicated. Journal of Research on Adolescence. doi:10.1111/jora.12557.
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Gruber, J., Mendle, J., Lindquist, K. A., Schmader, T., Clark, L. A., Bliss-Moreau, E., Modupe, A., Atlas, L., Barch, D. M., Feldman Barrett, L., Borelli, J. L., Brannon, T. N., Bunge, S. A., ,Campos, B., Cantlon, J., Carter, R., Carter-Sowell, A. R., Chen, S., Craske, M. G., Cuddy, A. J. C., …Williams, L. A. (2020).
The future of women in psychological science. Perspectives on Psychological Science. https://doi.org/10.1177/1745691620952789.
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Kirgios, E. L., Mandel, G. H., Park, Y., Milkman, K. L., Gromet, D. M., Kay, J. S., & Duckworth, A. L. (2020).
Teaching temptation bundling to boost exercise: A field experiment. Organizational Behavior and Human Decision Processes, 161, 20-35. https://doi.org/10.1016/j.obhdp.2020.09.003.
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Mehr, K. S., Geiser, A. E., Milkman, K. L., & Duckworth, A. L. (2020).
Copy-paste prompts: A new nudge to promote goal achievement. Journal of the Association for Consumer Research, 5(3), 329-334. doi:10.1086/708880.
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Park, D., Tsukayama, E., Yu, A., & Duckworth, A. L. (2020).
The development of grit and growth mindset in adolescence. Journal of Experimental Child Psychology, 198, 104889. doi:10.1016/j.jecp.2020.104889.
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Porter, T., Molina, D. C., Blackwell, L., Roberts, S., Quirk, A., Duckworth, A. L., & Trzesniewski, K. (2020).
Measuring mastery behaviors at scale: The Persistence, Effort, Resilience and Challenge-Seeking task (PERC). Journal of Learning Analytics, 7(1), 5-18. doi:10.18608/jla.2020.71.2.
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Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E., Crosnoe, R., Muller, C., Walton, G., Duckworth, A. L., & Yeager, D. S. (2020).
How can we inspire nations of learners? Investigating growth mindset and challenge-seeking in two countries. American Psychologist. https://doi.org/10.1037/amp0000647.
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Spann, C. A., Yu, A., Galla, B. M., Duckworth, A. L. & D’Mello, S. K. (2020).
Is academic diligence domain-specific or domain-general? An investigation of the math, verbal, and spatial Academic Diligence Tasks with middle schoolers. Learning and Individual Differences. 80, Article 101870, doi:10.1016/j.lindif.2020.101870.
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Zamarro, G., Nichols, M., Duckworth, A. L., & D’Mello, S. K. (2020).
Validation of survey effort measures of grit and self-control in a sample of high school students. PLOS One, 15(7), e0235396. doi:10.1371/journal.pone.0235396.
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Chang, E. H., Milkman, K. L. Gromet, D. M., Rebele, R. W., Massey, C., Duckworth, A. L., & Grant, A. M. (2019).
The mixed effects of online diversity training. Proceedings of the National Academy of Sciences, 116(16), 7778-7783. doi:10.1073/pnas.1816076116.
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Duckworth, A. L. (2019).
Self-reports spur self-reflection. MIT Sloan Management Review.
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Duckworth, A. L. (2019).
Using psychological science to help children thrive. Perspectives on Psychological Science, 14(1), 34-36.
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Duckworth, A. L., Milkman, K. L., & Laibson, D. (2019).
Beyond willpower: Strategies for reducing failures of self-control. Psychological Science in the Public Interest, 19(3), 102-129.
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Duckworth, A. L., Quirk, A. Gallop, R., Hoyle, R. H., Kelly, D. R., & Matthews, M. D. (2019).
Cognitive and noncognitive predictors of success. Proceedings of the National Academy of Sciences, 116(47), 23499-23504. doi:10.1073/pnas.1910510116.
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Duckworth, A. L., Taxer, J. Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019).
Self-control and academic achievement. Annual Review of Psychology, 70, 373-399.
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Eskreis-Winkler, L., Milkman, K. L., Gromet, D. M., & Duckworth, A. L. (2019).
A large-scale field experiment shows giving advice improves academic outcomes for the advisor. Proceedings of the National Academy of Sciences, 116(30), 14808-14810. doi:110.1073/pnas.1908779116.
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Galla, B. M., Shulman, E. P., Plummer, B. D., Gardner, M., Hutt, S. J., Goyer, J. P., … & Duckworth, A. L. (2019).
Why high school grades are better predictors of on-time college graduation than are admissions test scores: The roles of self-regulation and cognitive ability. American Educational Research Journal, 56(6), 2077-2115. doi:10.3102/0002831219843292.
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Grenell, A., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2019).
Individual differences in the effectiveness of self-distancing for young children’s emotion regulation. British Journal of Developmental Psychology, 37(1), 84-100. doi:10.1111/bjdp.12259.
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Grenell, A., White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., Carlson, S. M. (2019).
Experimental paradigm for measuring the effects of self-distancing in young children. Journal of Visualized Experiments, 145, e59056. doi:10.3791/59056.
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Hutt, S. J., Gardner, M., Duckworth, A. L., D’Mello, S. K. (2019).
Evaluating fairness and generalizability in models predicting on-time graduation from college applications. In C. F. Lynch, A. Merceron, M. Desmarais, & R. Nkambou (Eds.), Proceedings of the 12th International Conference on Educational Data Mining (EDM 2019) (pp. 79-88).
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Peña, P. A., Pérez-Díaz, I., Pulido-Ayala, A. K., Osorio-Landa, H. K., López-Navarro, J. M., Duckworth, A. L., & Jena, A. B. (2019).
Association of grit scores with treatment adherence and biomarkers in patients with type 2 diabetes. JAMA Network Open, 2(9), e1911476. doi:10.1001/jamanetworkopen.2019.11476.
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Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., … Dweck, C. S. (2019).
A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364-369. doi:10.1038/s41586-019-1466-y.
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Duckworth, A. L., & Meindl, P. (2018).
Clarifying character education. Journal of Character Education, 14(2), 37-39.
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Eskreis-Winkler, L., Fishbach, A., & Duckworth, A. L. (2018).
Dear Abby: Should I give advice or receive it?. Psychological Science, (29)11, 1797-1806. doi:10.1177/0956797618795472.
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Hutt, S., Gardner, M., Kamentz, D., Duckworth, A. L., & D’Mello, S. K. (2018).
Prospectively predicting 4-year college graduation from student applications. In S. Buckingham Shum, R. Ferguson, A. Merceron & X Ochoa (Eds.). Proceedings of the 8th International Learning Analytics and Knowledge Conference (LAK’18).
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Lee, T.H., & Duckworth, A. L. (2018).
Organizational grit. Harvard Business Review, 96(5), 98-105.
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Meindl, P., Yu, A., Galla, B. M., Quirk, A., Haeck, C., Goyer, J. P., ... & Duckworth, A. L. (2018).
A brief behavioral measure of frustration tolerance predicts academic achievement immediately and two years later. Emotion, 19(6), 1081-1092. doi:10.1037/emo0000492.
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Park, D., Yu, A., Baelen, R. N., Tsukayama, E., Duckworth, A. L. (2018).
Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology, 55, 120-128. doi:10.1016/j.cedpsych.2018.09.007.
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Park, D., Yu, A., Metz, S. E., Tsukayama, E., Crum, A., & Duckworth, A. L. (2018).
Beliefs about stress attenuate the relation among adverse life events, perceived distress, and self-control. Child Development, 89(6), 2059-2069.
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Peña, P. & Duckworth, A. (2018).
The effects of relative and absolute age in the measurement of grit from 9th to 12th grade. Economics of Education Review, 66, 183–190.
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Robinson, C. D., Pons G., Duckworth, A. L., & Rogers, T. (2018).
Some middle school students want behavior commitment devices (but take-up does not affect their behavior). Frontiers in Psychology. doi:10.3389/fpsyg.2018.00206.
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White, R. E., Kuehn, M. M., Duckworth, A. L., Kross, E., & Ayduk, Ö. (2018).
Focusing on the future from afar: Self-distancing from future stressors facilitates adaptive coping. Emotion. doi:10.1037/emo0000491.
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Wiese, C. W., Tay, L., Duckworth, A. L., D’Mello, S., Kuykendall, L., Hofmann, W., ... & Vohs, K. D. (2018).
Too much of a good thing? Exploring the inverted-U relationship between self-control and happiness. Journal of Personality, (86)3, 380-396.
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D’Mello, S. K., Dieterle, E., & Duckworth, A. L. (2017).
Advanced, Analytic, Automated (AAA) measurement of engagement during learning. Educational Psychologist, 52(2), 104–123.
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Duckworth, A. L. & Seligman, M. (2017).
The science and practice of self-control. Perspectives on Psychological Science, 12(5), 715–718.
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Park, D., Tsukayama, E., Goodwin, G. P., Patrick, S., & Duckworth, A. L. (2017).
A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children. Contemporary Educational Psychology, 48, 16-27.
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Duckworth, A. L., Gendler, T. S., & Gross, J. J. (2016).
Situational strategies for self-control. Perspectives on Psychological Science, 11(1), 35-55.
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Duckworth, A. L., White, R. E., Matteucci, A. J., Shearer, A., & Gross, J. J. (2016).
A stitch in time: Strategic self-control in high school and college students. Journal of Educational Psychology, 108(3), 329-341.
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Eskreis-Winkler, L., Gross, J. J., & Duckworth, A. L. (2016).
Grit: Sustained self-regulation in the service of superordinate goals. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory and applications (3rd ed.). New York, NY: Guilford.
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Eskreis-Winkler, L., Shulman, E. P., Young, V., Tsukayama, E., Brunwasser, S. M. & Duckworth, A. L. (2016).
Using wise interventions to motivate deliberate practice. Journal of Personality and Social Psychology, 111(5), 728-744.
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Galla, B. M., Baelen, R. N., Duckworth, A. L., & Baime, M. J. (2016).
Mindfulness, meet self-regulation: Boosting out-of-class meditation practice with brief action plans. Motivation Science 2(4), 220–237.
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White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2016).
The “Batman Effect”: Improving perseverance in young children. Child Development, 88(5), 1563-1571. doi:0.1111/cdev.12695.
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Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., . . . Dweck, C. S. (2016).
Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341–E3348.
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Duckworth, A. L., & Eskreis-Winkler, L. (2015).
Grit. In J. D. Wright (Ed.), International encyclopedia of the social and behavioral sciences (2nd ed., pp. 397-401). Oxford, UK: Elsevier.
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Duckworth, A. L., & Steinberg, L. (2015).
Unpacking self-control. Child Development Perspectives, 9(1), 32-37.
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Duckworth, A. L., & Tsukayama, E. (2015).
Domain-specificity in self-control. In C. Miller, R. M. Furr, A. Knobel, & W. Fleeson (Eds.), Character: New directions from philosophy, psychology, and theology (pp. 393-411). New York, NY: Oxford University Press.
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Duckworth, A. L., & Yeager, D. S. (2015).
Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251.
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Duckworth, A. L., Eichstaedt, J., & Ungar, L. (2015).
The mechanics of human achievement. Social and Personality Psychology Compass, 9(7), 359-369.
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Duckworth, A. L., Shulman, E. P., Mastronarde, A. J., Patrick, S. D., Zhang, J., & Druckman, J. (2015).
Will not want: Self-control rather than motivation explains the female advantage in report card grades. Learning and Individual Differences, 39, 13-23.
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Galla, B. M., & Duckworth, A. L. (2015).
More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes. Journal of Personality and Social Psychology, 109(3), 508-525.
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Kaufman, S. B., & Duckworth, A. L. (2015).
World-class expertise: A developmental model. WIREs: Cognitive Science. doi: 10.1002/wcs.1365.
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West, M. R., Kraft, M. A., Finn, A. S., Martin, R., Duckworth, A. L., Gabrieli, C. F. O., & Gabrieli. J. D. E. (2015).
Promise and paradox: Measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 38(1), 148-170.
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White, R. E., Kross, E., & Duckworth, A. L. (2015).
Spontaneous self-distancing and adaptive self-reflection across adolescence. Child Development, 86(4), 1272–1281.
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Duckworth, A. L., Gendler, T. S, & Gross, J. J. (2014).
Self-control in school-age children. Educational Psychologist, 49(3), 199-217.
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Duckworth, A., & Gross, J. J. (2014).
Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325.
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Eisenberg, N., Duckworth, A. L., Spinrad, T. L., & Valiente, C. (2014).
Conscientiousness: Origins in childhood?. Developmental Psychology, 50(5), 1331-1349. doi:10.1037/a0030977.
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Eskreis-Winkler, L., Duckworth, A. L., Shulman, E., & Beal, S. (2014).
The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5(36), 1-12. doi:10.3389/fpsyg.2014.00036.
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Eskreis-Winkler, L., Shulman, E. P., Beal, S. & Duckworth, A. L. (2014).
Survivor mission: Why those who survive have a drive to thrive at work. Journal of Positive Psychology, 9(3), 209-218.
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Friedman, H. S., Kern, M. L., Hampson, S. E., & Duckworth, A. L. (2014).
A new lifespan approach to conscientiousness and health: Combining the pieces of the causal puzzle. Developmental Psychology, 50(5), 1377-1389.
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Galla, B. M., Plummer, B. D., White, R., Meketon, D., D'Mello, S. K., & Duckworth, A. L. (2014).
The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39(4), 314-325.
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Plummer, B. D., Galla, B. M., Finn, A., Patrick, S. D., Meketon, D., Leonard, J., ... & Duckworth, A. L. (2014).
A behind-the-scenes guide to school-based research. Mind, Brain, and Education, 8(1), 15-20.
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Robertson-Kraft, C. & Duckworth, A. L. (2014).
True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record, 116(3), 1-27.
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Von Culin, K., Tsukayama, E. & Duckworth, A. L. (2014).
Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. Journal of Positive Psychology, 9(4), 306-312.
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Yeager, D. S., Henderson, M., Paunesku, D., Walton, G., Spitzer, B., D’Mello, S., & Duckworth, A. L. (2014).
Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580.
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Duckworth, A. L. (2013).
Is it really self-control: A critical analysis of the “Marshmallow Test.”. Society of Personality and Social Psychology Connections. Retrieved from https://spsptalks.wordpress.com/2013/11/10/is-it-really-self-control-a-critical-analysis-of-the-marshmallow-test/.
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Duckworth, A. L. & Eskreis-Winkler, L. (2013).
True grit. The Observer, 26(4), 1-3.
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Duckworth, A. L., & Carlson, S. M. (2013).
Self-regulation and school success. In B.W. Sokol, F.M.E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208-230). New York, NY: Cambridge University Press.
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Duckworth, A. L., Kim, B., & Tsukayama, E. (2013).
Life stress impairs self-control in early adolescence. Frontiers in Developmental Psychology, 3(608), 1-12.
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Duckworth, A. L., Kirby, T., Gollwitzer, A., & Oettingen, G. (2013).
From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Social Psychological and Personality Science, 4(6), 745-753.
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Duckworth, A. L., Tsukayama, E., & Kirby, T. (2013).
Is it really self-control? Examining the predictive power of the delay of gratification task. Personality and Social Psychology Bulletin, 39(7), 843-855.
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Kern, P., Duckworth, A. L., Urzua, S., Loeber, R., Stouthamer-Loeber, M., & Lynam, D. (2013).
Do as you’re told! Facets of agreeableness and early adult outcomes for inner-city boys. Journal of Research in Personality, 47(6), 795-799.
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Kurzban, R., Duckworth, A. L., Kable, J. W., & Myers, J. (2013).
An opportunity cost model of subjective effort and task performance. Behavioral and Brain Sciences, 36(6), 661-726.
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Tsukayama, E., Duckworth, A. L., & Kim, B. (2013).
Domain-specific impulsivity in school-age children. Developmental Science, 16(6), 879-893.
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Duckworth, A. L. & Allred, K. M. (2012).
Temperament in the classroom. In R. L. Shiner & M. Zentner (Eds.), Handbook of temperament (pp. 627-644). New York, NY: Guilford Press.
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Duckworth, A. L., Quinn, P., Tsukayama, E. (2012).
What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439-451.
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Duckworth, A. L., Weir, D., Tsukayama, E., & Kwok, D. (2012).
Who does well in life? Conscientious adults excel in both objective and subjective success. Frontiers in Psychology, 3(356), 1-8.
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Tsukayama, E., Duckworth, A. L., & Kim, B. (2012).
Resisting everything except temptation: Evidence and an explanation for domain-specific impulsivity. European Journal of Personality, 26(3), 318-334. doi:10.1002/per.841.
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Almlund, M., Duckworth, A. L., Heckman, J., & Kautz, T. (2011).
Personality psychology and economics. In E.A. Hanushek, S. Machin & L. Woessmann (Eds.), Handbook of the economics of education (Vol. 4., pp. 1-181). Amsterdam, Netherlands: Elsevier.
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Duckworth, A. L. (2011).
The significance of self-control. Proceedings of the National Academy of Sciences, 108(7), 2639-2640.
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Duckworth, A. L. & Kern, M. L. (2011).
A meta-analysis of the convergent validity of self-control measures. Journal of Research in Personality, 45(3), 259-268.
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Duckworth, A. L., Grant, H., Loew, B., Oettingen, G. & Gollwitzer, P. M. (2011).
Self-regulation strategies improve self-discipline in adolescents: Benefits of mental contrasting and implementation intentions . Educational Psychology: An International Journal of Experimental Educational Psychology, 31(1), 17-26.
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Duckworth, A. L., Kirby, T., Tsukayama, E., Berstein, H., Ericsson, K. (2011).
Deliberate practice spells success: Why grittier competitors triumph at the National Spelling Bee. Social Psychological and Personality Science, 2, 174-181.
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Duckworth, A. L., Quinn, P. D., Lynam, D. R., Loeber, R., & Stouthamer-Loeber, M. (2011).
Role of test motivation in intelligence testing. Proceedings of the National Academy of Sciences, 108(19), 7716-7720.
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Gollwitzer, A., Oettingen, G., Kirby, T. & Duckworth, A. L. (2011).
Mental contrasting facilitates academic performance in school children. Motivation and Emotion, 35(4), 403-412.
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Kross, E., Duckworth, A. L., Ayduk, O., Tsukayama, E., & Mischel, W. (2011).
The effect of self-distancing on adaptive versus maladaptive self-reflection in children. Emotion, 11(5), 1032-1039.
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Roberts, B., Jackson, J., Duckworth, A. L., Von Culin, K. (2011).
Personality measurement and assessment in large panel surveys. Forum for Health Economics & Policy, 14(3), 1-32.
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Duckworth, A. L., Tsukayama, E., & Geier, A. B. (2010).
Self-controlled children stay leaner in the transition to adolescence. Appetite, 54(2), 304-308.
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Duckworth, A. L., Tsukayama, E., & May, H. (2010).
Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychology and Personality Science, 1(4), 311-317.
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Romer, D., Duckworth, A. L., Sznitman, S., & Park, S. (2010).
Can adolescents learn self-control? Delay of gratification in the development of control over risk taking. Prevention Science, 11(3), 319-330.
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Tsukayama, E., Duckworth, A. L. (2010).
Domain-specific temporal discounting and temptation. Judgment and Decision Making, 5(2), 72-82.
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Tsukayama, E., Toomey, S. L., Faith, M., & Duckworth, A. L. (2010).
Self-control as a protective factor against overweight status in the transition to adolescence. Archives of Pediatrics and Adolescent Medicine, 164(7), 631-635.
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Duckworth, A. L. (2009).
(Over and) beyond high-stakes testing. American Psychologist, 64(4), 279-280.
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Duckworth, A. L. & Quinn, P. D. (2009).
Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174.
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Duckworth, A. L., Quinn, P. D., & Seligman, M.E.P. (2009).
Positive predictors of teacher effectiveness. Journal of Positive Psychology, 4(6), 540-547.
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MacCann, C., Duckworth, A. L., & Roberts, R. (2009).
Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19(4), 451-458.
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Borghans, L., Duckworth, A. L., Heckman, J. J., & ter Weel, B. (2008).
The economics and psychology of personality traits. Journal of Human Resources, 43(4), 972-1059.
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Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007).
Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. http://dx.doi.org/10.1037/0022-3514.92.6.1087.
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Duckworth, A. L. & Seligman, M. E. P. (2006).
Self-discipline gives girls the edge: Gender differences in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198-208.
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Duckworth, A. L. & Seligman, M. E. P. (2005).
Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
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Duckworth, A. L., Steen, T. A., & Seligman, M. E. P. (2005).
Positive psychology in clinical practice. Annual Review of Clinical Psychology, 1(1), 629-651.
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